Post on 23-Feb-2016
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GENERATIVE TECHNOLOGY FOR LITERACY LEARNING
Linda Smetana, CSU East BayDana L. Grisham, National University
BACKGROUND Common Core Standards require that
technology became an integrated component of instruction
Many teachers have not had opportunities to experiment with incorporating technology into instruction
Low achieving students are the last to have opportunities to work with technology
THE CHARGE Incorporate technology into a literacy
based project, access core curriculum Use free programs or applications Create a product that students could
‘own’
WHY DO WE NEED GENERATIVE TECHNOLOGY?
Personal uses of technology do not always transfer to teaching with technology
Technology courses may not prepare candidates for instructional uses of technology in real settings
Experimenting with technology builds confidence and supports critical examination of the links between technology and pedagogy
THEORETICAL FOUNDATION
retrieved from http://tpack.ahsd25.wikispaces.net/
CANDIDATES THINKING
What is the content students need to learn?
What technology/resources do I have at my school or in my classroom?
What skill do I want students to develop or practice?
What can my students do? How much time do I have?
DIGITAL STORYTELLING Martina the Beautiful Cockroach by
Carmen Agra Deedy (Illustrated Michael Austin)
Voicethread for digital recordings in response to pictures http://www.voicethread.com
PowerPoint with embedded video for students Examples: Martina, Abuela, Don Gallo
MARTINA THE BEAUTIFUL COCKROACH
“Minnie” talks about Martina the Beautiful Cockroach and her plans to give her “leg” in marriage.
PEREZ, THE SUCCESSFUL SUITOR
“Greg, the Wimpy Kid” tells us why Perez, the shy little mouse, is the successful suitor.
8TH GRADE BOYS WEBSITE HTTP://FLAMINGOWRITERSWORKSHOP.WEEBLY.COM/
FLAMINGO WRITERS WORKSHOP
Students demonstrated their writing skills through the development of a writing website http://flamingowritersworkshop.weebly.com/
WRITING BLOGHTTP://WASHINGTONLEARNINGCENTER.WORDPRESS.COM
4TH AND 5TH GRADE WRITING BLOG
Students chronicle their work as they learn to write descriptive paragraphs
http://washingtonlearningcenter.wordpress.com
WRITING A PARAGRAPH
Students wrote a descriptive paragraph incorporating at least four adjectives and one metaphor after reading the poem Mother to Son by Langston Hughes and highlighting the staircase metaphor
After writing their paragraphs, students audio-recorded them and the VOKI avatars voiced the paragraphs for the entire class.
AVATAR WWW.VOKI.COM
MAKING A MOVIE www.xtranormal.com
https://www.youtube.com/watch?v=Av-2kTcWSyk
What happens at the end?
Who? What do the characters do?
Where ?
Once Upon A Time…
STORY MAP
LEARNING LETTERS AND SOUNDS
Students with disabilities learn letter names and sounds using zoo phonics and prezi
http://prezi.com/cq4o9pmmerfq/technology-in-room-11/?kw=view-cq4o9pmmerfq&;rc=ref-20840807
PREZI
LINKING IMAGES AND TEXT
Letter writing, images fromInternet, perspective taking
SOCIAL MEDIA Creating Facebook pages for individuals
Civil War generals and other important figures
Gettysburg address- Instant messaging tweeting, blogging
Using Google docs in a group project to create adialogue among members of a group
THE NECKLACE BY GUY DE MAUASSANT T
Students used PowerPoint to present the critical elements of the story, story grammar and structure
Candidates located images that represented the content of the story
Created a visual ‘story map’
BASIC SITUATION
Loisel was a poor woman invited to a dance.
EVENT 2
She needs jewelry so she borrows a necklace from a friend.
RESOLUTION
After ten years her debt is paid and she sees her friend so she tells her the story but only to find out the necklace was a fake.
MULTIPLE TECHNOLOGIES
Read Write Think Comic Creator iPhone (recording) Audacity (editing audio) iMovie (to make the final product) www.readwritethink.org
/files/resources/interactives/comic
We talked about subject, verbs and “where” words (prepositions). Students created sentences using a variety of characters, props, and scenes. Worked on creating more
detailed sentences.
PROJECT SEQUENCE After writing their sentence, students located
scenes from Comic Creator They rewrote their sentence on a scene sheet and glued on the characters within the scene.
Students went to the computer lab where they used the Comic Creator to create their page.
Students recorded themselves reading their sentences and identifying the prepositions.
PREPOSITION BOOK
WHAT WE LEARNED Simone stressed in her reflection that
in the creation of the avatars, students had discovered in “the power of their voices” and were incredibly motivated by the project.
REFLECTIONS My students do not enjoy language
arts. I needed to find a way that would get them excited about prepositions. My students love using the computer and many of them enjoy art. When I introduced Comic Creator they could not wait to get started.
REFLECTIONS Technology made my students work
possible; many of my students are not able to write with a pencil, however they can type or dictate their thoughts. Now they can see their thoughts in print.
TECHNOLOGY RESOURCES VoiceThread http://www.voicethread.com. Animoto http://www.animoto.com/education Comic Creator
http://www.readwritethink.org/files/resources/interactives/comic/index.html
Edmodo http://www.edmodo.com Glogster http://www.glogster.com Prezi http://www.prezi.com Popplet http://popplet.com Slidepoint http://www.slidepoint.net
ADDITIONAL RESOURCES Storybird http://storybird.com Strip Designer
http://itunes.apple.com/gb/app/strip-designer/id314780738?mt=8(iPad app)
Stripcreator http://stripcreator.com Screencast http://screencast.com Screencast-o-matic
http://screencast-o-matic.com Cool Tools for Schools
http://wwwcooltoolsforschools.wikispaces.com/Presentations+Tools
Toontastic http://launchpadtoys.com/toontastic/
TPACK• Mishra, P., & Koehler, M.J (2006). Technological Pedagogical
Content Knowledge: A New framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
• .
• Koheler& Mishra, P. (in press). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. To be published by AACTE and Lawrence Erlbaum Associates.
• Website http://punya.educ.msu.edu/